Studying situated learning in a constructionist programming camp
Katarina Pantic, Deborah Ann Fields, Lisa Clare Quirke · 2016
Computationally generated data have increasingly been used to provide insights into individual students' learning in constructionist learning environments. However, such studies have either missed examining the influence of local, physical environments, or they have taken students out of the situated scenarios to study them in isolation. In this paper, we explore an expanded methodological approach in order to examine how computationally generated data insights can potentially be informed or expanded with a microgenetic approach. To achieve that, we examine one ten-year-old novice girl's learning of programming in a week-long Scratch camp, applying a microgenetic approach to analysis across multiple forms of data, from traditional observational and artifact documentation to frequent, computationally generated save data. The findings highlight the utility of this approach in identifying Mila's growing engagement with coding, as well as the iterative and social nature of her learning experiences with Scratch.